Esta Postgraduate diploma te ofrece la capacitación más completa sobre necesidades educativas especiales para que seas capaz de ayudar a tus alumnos frente a sus dificultades”

La Educación Infantil es un área de gran complejidad y fundamental en el desarrollo de los más pequeños. Por ello, en esta etapa juega un papel fundamental la figura del docente, sobre todo cuando se trata de menores con necesidades educativas.

En este ámbito, es imprescindible que los profesionales cuenten con unos conocimientos superiores y adaptados a las necesidades de cada alumno, porque solo con una capacitación superior serán capaces de detectar las necesidades de los menores para ayudarles a evolucionar en el contexto educativo, o derivarlos a los profesionales necesarios en el caso de que sea conveniente, teniendo para ello, además, que cuente con unas cualidades específicas para tratar también con sus padres y otros familiares.

Esta capacitación se distingue por poder cursar en un formato 100% online, adaptándose a las necesidades y obligaciones de los estudiantes, de forma asincrónica y completamente autogestionable. Los alumnos podrán elegir qué días, a qué hora y cuánto tiempo dedicarle al estudio de los contenidos del programa. Siempre en sintonía con las capacidades y aptitudes dedicadas al mismo.

El orden y distribución de las asignaturas y sus temas está especialmente diseñado para permitir que cada estudiante decida su dedicación y autogestione su tiempo. Para ello, dispondrá de materiales teóricos presentados mediante textos enriquecidos, presentaciones multimedia, ejercicios y actividades prácticas guiadas, vídeos motivacionales, clases magistrales y casos prácticos, donde podrá evocar de forma ordenada el conocimiento y entrenar la toma de decisiones que demuestre su capacitación dentro del ámbito de la enseñanza. 

Los docentes que deseen desarrollar su labor en el ámbito de la Educación Infantil encontrarán en esta Postgraduate diploma la capacitación necesaria para atender a sus alumnos con calidad y rigurosidad” 

Postgraduate diploma en Special Educational Needs in Pre-School Education contiene el programa más completo y actualizado. Sus características más destacadas son:

• El desarrollo de casos prácticos presentados en escenarios simulados por expertos en el área de conocimiento, donde el estudiante evocará de forma ordenada el conocimiento aprendido y demuestre la adquisición de las competencias
• Los contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
• Las últimas novedades sobre la tarea educativa del docente de educación infantil
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje, así como las actividades en diferentes niveles de competencia
• Su especial hincapié en metodologías innovadoras e investigación docente
• Las lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• La disponibilidad de acceso a los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

Sumérgete en el estudio de este completísimo programa, en el que encontrarás todo lo que necesitas para adquirir un nivel profesional superior y competir con los mejores”

Incluye en su cuadro docente a profesionales pertenecientes al ámbito de la capacitación docente, que vierten en esta formación la experiencia de su trabajo, además de reconocidos especialistas de sociedades de referencia y universidades de prestigio.

Su contenido multimedia, elaborado con la última tecnología educativa, permitirá a los profesionales un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará una capacitación inmersiva programada para entrenarse ante situaciones reales.

El diseño de este programa se centra en el Aprendizaje Basado en Problemas, mediante el cual los docentes deberán tratar de resolver las distintas situaciones de práctica profesional que se les planteen a lo largo del programa. Para ello, contarán con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de la capacitación y orientación laboral y con gran experiencia docente.  

El programa invita a aprender ya crecer, a desarrollarnos como docentes, a conocer herramientas y estrategias educativas en relación a las necesidades más habituales en nuestras aulas.

Te ofrecemos la mejor metodología docente con multitud de casos prácticos para que desarrolles tu estudio como si estuvieras enfrentándote a casos reales"

The structure of the contents has been designed by top level professionals within the educational panorama, with a wide trajectory and recognized prestige in the profession, endorsed by their experience, and with a wide command of the new technologies applied to teaching. 

The best content to create the best teachers” 

Module 1. Learning Difficulties I

1.1. Developmental psychology

1.1.1. Physical or Motor Development
1.1.2. Cognitive Development
1.1.3. Language Development
1.1.4. Emotional Development

1.2. Learning Difficulties: Intrapsychological and Interpsychological Difficulties.

1.2.1. Definition and Conceptualization of Learning Disabilities(DA)
1.2.2. Intrapsychological Learning Difficulties
1.2.3. Intrapsychological Learning Difficulties
1.2.4. Interactive Hypothesis

1.3. Special Educational Needs and Inclusive Education

1.3.1. The Inclusive School Movement Overcoming School Integration
1.3.2. Towards a School for Everyone

1.4. Learning Difficulties Related to Communication, Language, Speech and Voice Problems

1.4.1. Oral Linguistic Pathology: Problems in the Communicative, Language, Speech and Voice domains
1.4.2. Language Problems
1.4.3. Speech and Articulation Disorders

1.5. Learning Difficulties Related to Reading and Writing

1.5.1. Conceptualization of Dyslexia or Specific Reading Disorder
1.5.2. Features
1.5.3. Reading Pathways and Types of Dyslexia
1.5.4. Intervention Guidelines
1.5.5. Other Learning Difficulties Related to Reading and Writing

1.6. Learning Difficulties Related to Mathematics

1.6.1. Conceptualization of the Specific Learning Disorder with Difficulties in Mathematics
1.6.2. Etiology and Course
1.6.3. Types
1.6.4. Features
1.6.5. Classroom Intervention Guidelines

1.7. Intellectual Disability

1.7.1. Intellectual Disability Conceptualization
1.7.2. Detection of Intellectual Disability in the Classroom
1.7.3. Special Educational Needs of Children with Intellectual Disabilities
1.7.4. Classroom Intervention Guidelines

1.8. High Abilities in the Classroom: Keys to Their Identification and Educational Development

1.8.1. Is High Ability an Educational Problem?
1.8.2. The Concept: Can High Ability Be Defined?
1.8.3. Identification: Can the Most Able Learners be Identified?
1.8.4. The Intervention: What, How and When to Teach?

1.9. Learning Disabilities Related to Visual and Auditory Sensory Deficits

1.9.1. Visual Impairment
1.9.2. Developmental Characteristics of Children with Visual Impairment
1.9.3. Special Educational Needs of Children With Visual Impairment.
1.9.4. Educational Intervention in the Classroom
1.9.5. Hearing Impairment
1.9.6. Detection of Hearing Impaired Students in the Classroom
1.9.7. Special Educational Needs in Hearing Impaired Children
1.9.8. Classroom Intervention Guidelines

1.10. Motor Coordination Difficulties or Dyspraxias

1.10.1. Conceptualization of Motor Disability
1.10.2. Conceptualization of Motor Coordination Difficulties or Dyspraxias
1.10.3. Detection of Dyspraxias in the Classroom
1.10.4. Classroom Intervention Guidelines

1.11. Attention Deficit Hyperactivity Disorder (ADHD)

1.11.1. Conceptualization
1.11.2. Types and Characteristics
1.11.3. Associated Disorders
1.11.4. Conceptualization of Executive Functions and Their Impact on Performance and the Social Field
1.11.5. Detection of ADHD in The Classroom
1.11.6. Classroom Intervention Guidelines

1.12. The Assessment of Centers and the Educational Environment

1.12.1. Conceptualization and Characterization of Autism Spectrum Disorder (ASD).
1.12.2. Conceptualization and Characterization of Asperger Syndrome.
1.12.3. Guidelines for Identifying Children with ASD or Asperger Syndrome in the Classroom
1.12.4. Intervention Guidelines

Module 2. Learning Difficulties II

2.1. Evolution from Special Education to Inclusive Education in Early Childhood Education

2.1.1. Key Concepts from Special Education to Inclusive Education
2.1.2. Inclusive School Conditions
2.1.3. Promoting Inclusive Education in Early Childhood Education

2.2. Characteristics and Needs in Early Childhood

2.2.1. Acquisition of Motor Skills
2.2.2. Acquisition of Psychological Development
2.2.3. Development of Subjectivation

2.3. The Role of Parents in Early Care

2.3.1. Parent Education
2.3.2. Non-Involvement of Parents
2.3.3. Fostering Parent-Child Relationships

2.4. Difficulties in Language Acquisition

2.4.1. Language Development from 0 to 4 Years Of Age
2.4.2. Difficulties in Language Acquisition
2.4.3. Educational Intervention in the Pre-School Classroom

2.5. Difficulties Associated with the Beginning of Reading and Writing

2.5.1. Dilemmas About Written Language
2.5.2. Learning Difficulties in Reading
2.5.3. Educational Intervention in the Pre-School Classroom.

2.6. Autism Spectrum Disorder: Early Care

2.6.1. Child Cognitive Development and Warning Signs
2.6.2. Early Care Program in Autism Spectrum Disorder (ASD)

2.7. Affective Difficulties

2.7.1. Affective Bonding: Attachment and Detachment
2.7.2. Overprotection
2.7.3. Description of Emotional Difficulties
2.7.4. Promoting Self-Esteem and Self-Concept
2.7.5. Educational Interventions in the Pre-School Classroom

2.8. Intellectual Precocity and Abilities

2.8.1. General Criteria
2.8.2. Intellectual Precocity at Early Ages
2.8.3. High Abilities in Early Ages
2.8.4. Educational Interventions in the Pre-School Classroom

2.9. Relations with Families

2.9.1. General Criteria
2.9.2. Establishing Good Communication with Families
2.9.3. Description of the Development of the Interviews with Families

2.10. Working with the Early Childhood Education Team

2.10.1. Key Concepts
2.10.2. A Team around a Child
2.10.3. Strengths of Working Together

2.11. Observation or Assessment Methods in Early Childhood Education

2.11.1. Key Concepts
2.11.2. Observations
2.11.3. Multidisciplinary Assessments

2.12. Psychomotor Skills in Early Childhood Schools

2.12.1. Key Concepts
2.12.2. Educational Factors of Psychomotor Skills
2.12.3. Psychomotor Practice in Early Childhood Classrooms

2.13. Educational Resilience

2.13.1. Key Concepts of Resilience
2.13.2. Educational Resilience: Towards the Pathway to Successful Learning.
2.13.3. Characteristics of Resilience-Promoting Schools

Module 3. Equality and Diversity in the Classroom

3.1. Basic Concepts of Equality and Diversity

3.1.1. Equality, Diversity, Difference, Justice and Fairness
3.1.2. Diversity as Something Positive and Essential to Life
3.1.3. Relativism and Ethnocentrism
3.1.4. Human Dignity and Human Rights
3.1.5. Theoretical Perspectives on Diversity in the Classroom
3.1.6. Bibliographical References

3.2. Evolution from Special Education to Inclusive Education in Early Childhood Education

3.2.1. Key Concepts from Special Education to Inclusive Education
3.2.2. Inclusive School Conditions
3.2.3. Promoting Inclusive Education in Early Childhood Education

3.3. Characteristics and Needs in Early Childhood

3.3.1. Acquisition of Motor Skills
3.3.2. Acquisition of Psychological Development
3.3.3. Development of Subjectivation

3.4. Exclusion in Schools

3.4.1. The Hidden Syllabus
3.4.2. Intolerance and Xenophobia
3.4.3. How to Detect Bullying in the Classroom
3.4.4. Bibliographical References

3.5. Main Factors of School Failure

3.5.1. Stereotypes and Prejudices
3.5.2. Self-Fulfilling Prophecies, the Pygmalion Effect
3.5.3. Other Factors Influencing School Failure
3.5.4. Bibliographical References

3.6. Inclusive and Intercultural School

3.6.1. The School as an Open Entity
3.6.2. Dialogue
3.6.3. Intercultural Education and Attention to Diversity
3.6.4. What Is Intercultural Schooling?
3.6.5. Problems in the School Environment
3.6.6. Performance
3.6.7. Proposals on Interculturality to Work in the Classroom
3.6.8. Bibliographical References

3.7. Digital Exclusion in the Digital Information Society

3.7.1. Transformations in the Digital Information Society
3.7.2. Access to Information
3.7.3. Web 2.0: from Consumers to Creators
3.7.4. Risks Associated with the Use of ICTs
3.7.5. The Digital Divide: A New Type of Exclusion
3.7.6. Education in the Face of Digital Exclusion
3.7.7. Bibliographical References

3.8. The Inclusion of ICT in the Diverse School

3.8.1. School Inclusion and Digital Inclusion
3.8.2. Digital Inclusion at School, Advantages and Requirements
3.8.3. Changes in the Conception of the Educational Process
3.8.4. Transformations in Teacher and Student Roles
3.8.5. ICT as an Element of Attention to Diversity
3.8.6. The Use of ICTs for Students with Educational Developmental Support Needs
3.8.7. Bibliographical References

3.9. Active Learning Methodologies with ICTs

3.9.1. Introduction and Objectives
3.9.2. ICT and the New Educational Paradigm: Personalization of Learning
3.9.3. Active Methodologies for Effective ICT Learning
3.9.4. Learning by Research
3.9.5. Collaborative and Cooperative Learning
3.9.6. Problem- and Project-Based Learning
3.9.7. Flipped Classroom
3.9.8. Strategies for Choosing the Right ICT for Each Methodology: Multiple Intelligences and Learning Landscapes
3.9.9. Bibliographical References

3.10. Collaborative Learning and Flipped Classroom

3.10.1. Introduction and Objectives
3.10.2. Definition of Collaborative Learning
3.10.3. Differences with Cooperative Learning
3.10.4. Tools for Cooperative and Collaborative Learning: Padlet
3.10.5. Definition of Flipped Classroom
3.10.6. Teaching Actions for Flipped Programming
3.10.7. Digital Tools to Create your Flipped Classroom
3.10.8. Reversed Classroom Experiences
3.10.9. Bibliographical References

This program is the key to advancing your professional career, don't let this opportunity pass you by"